The document provides an overview of a contextualized school-based management assessment tool used to rate schools in various areas related to school-based management. It discusses 4 levels of rating (0-3) for various indicators within categories like Leadership and Governance, Curriculum and Learning, and Accountability and Continuous Improvement. Under each category, it lists specific indicators and provides descriptions of the evidence and level of practice expected for a rating of 1, 2, or 3. For example, under Leadership and Governance, indicators relate to the development plan, leadership network, and training programs. Under Curriculum and Learning, indicators relate to curriculum development and localization, assessment, and learning environments. The tool is intended to help schools assess their practices

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DepEd CAR
CONTEXTUALIZED SCHOOL-BASED MANAGEMENT ASSESSMENT TOOL
Part I: Introduction
The Revised School-Based Management (SBM) Assessment Tool is guided by the four principles of ACCESs (A Child-and
Community Centered Education System). The indicators of SBM practice were contextualized from the ideals of an ACCESs
school system. The unit of analysis in the school system, which may be classified as beginning, developing and advance (accredited
level). The SBM practice is ascertained by the existence of structured mechanisms, processes and practices in all indicators. A team
of practitioners and experts from the district, division, region and central office validates the self-study/assessment before a level of
SBM practice is established. The highest level- “advanced” is a candidate for accreditation after a team of external validators
confirmed the evidence of practices and procedures that satisfies quality standards.
Part II: Basic School Learning Center (LC) Information:
School/Learning Center
Region/Division
Name of School Head/LC Head:
Address:
Part III: Instruction to the Users:
Please indicate using a check mark the extend of SBM practice for each indicator listed below (numbered) based on the validation
team’s consensual agreements after systematic D-O-D (Document Analysis-Observation-Discussion). For indicators with no
evidence, indicate zero.
Part IV: Rating Scale:
0. No evidence
1. Evidence indicates beginning structures and mechanisms are in place to demonstrate ACCESs.
2. Evidence indicates planned practices and procedures are fully implemented and aligned to ACCESs.
3. Evidence indicates practices and procedures satisfy quality standards.

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1 2 3
A. Leadership and Governance A network of leadership and governance guides the education system to achieve its shared vision, mission and goals
making them responsive and relevant to the context of diverse environments
1. In place is a Development
Plan developed
collaboratively by the
stakeholders of the school
community
 The development plan
guided by the school’s
vision, mission and goal
(VMG) is developed through
the leadership of the school
and the participation of
some invited community
stakeholders.
MOV- SIP
 The Development Plan is evolved
through the shared leadership of
the school and the community
stakeholders.
MOV- AIP
 The Development Plan is enhanced
with the community performing the
leadership roles, and the school
providing technical support.
MOV- Action Plan of different
organizations in support to SIP
2. The development plan
(SIP) is regularly reviewed
by the school community to
keep it responsive and
relevant to emerging needs,
challenges, and
opportunities.
 The school leads the regular
review and improvement of
the development plan.
MOV – mid -year review
(minutes/agreements;
attendance with pictorials)
 The school and community
stakeholders working as full
partners, lead the continual review
and improvement of the
development plan.
MOV – SMEA (4 quarters)
 The community stakeholders lead the
regular review and improvement
process; the school stakeholders
facilitate the process.
MOV – catch- up or re-entry plan with
SPT signatures
3. The school is organized by
a clear structure and work
arrangements that promote
shared leadership and
governance and define the
roles and responsibilities of
the stakeholders
 The school defines
organizational structure, and
the roles and responsibilities
of stakeholders.
MOV – SGC and/or PTA with
roles and functions
 The school and community
collaboratively define the structure
and the roles and responsibilities
of stakeholders.
MOV - Constitution and By-laws
 Guided by an agreed organizational
structure, the community
stakeholders lead in defining the
organizational structure and the roles
and responsibilities; school provides
technical and administrative support.
 MOV – minutes of meeting on the
dissemination of the ratified By-laws
and/or rules and regulations
formulated by the community
stakeholders

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4. A leadership network
facilitates communication
between and among school
and community leaders to
inform decision-making
and solving of school-
community wide learning
problems
 A network has been
collaboratively established
and is continuously
improved by the school
community.
MOV- school
congress/school
summit/assembly / school
banner project with minutes
and attendance
 The network actively provides
stakeholders information for
making decisions and solving
learning and administrative
problems.
MOV – agreements to resolve the
issues and concerns as an output of
level 1
 The network allows easy exchange
and access to information sources
beyond the school community.
MOV – SRC (2x a year)/school paper/
school facebook account /website
5. A long-term program that
addresses the training and
development needs of
school and community
leaders is in operation.
 Developing structures are in
place and analysis of the
competency and
development needs of
leaders is conducted; result
is used to develop a long-
term training and
development program.
MOV- eSAT / IPDP
(Consolidated IPDP) and
SLAC Plan
 Leaders undertake training modes
that are convenient to them (on-
line, off-line, modular, group, or
home-based) and which do not
disrupt their regular functions.
Leaders monitor and evaluate their
own learning progress.
MOV – Post SLAC report or
Certificate of Participation /
Graduate School / Scholarships
 Leaders assume responsibility for
their own training and development.
School community leaders working
individually or in groups, coach and
mentor one another to achieve their
VMG.
MOV- IPDP implementation report
B. Curriculum and Learning – The curriculum learning systems anchored on the community and learners’ contexts and aspirations are collaboratively developed
and continuously improved.
1. The curriculum provides
for the development needs
of all types of learners in
the school community
 All types of learners of the
school community are
identified, their learning curves
assessed; appropriate programs
with its support materials for
each type of learner is
developed.
MOV – List of LSENs (IPs, ALS,
 Programs to address the needs of all
types of learners are fully implemented
and closely monitored to address
performance discrepancies,
benchmark best practices, coach low
performers, mentor potential leaders,
reward high achievement, and
maintain environment that makes
 The educational needs of all types of
learners are being met as shown by
continuous improvement on learning
outcomes and products of learning.
Teachers’ as well as students’
performance is motivated by intrinsic
rather than extrinsic rewards. The
Schools’ differentiated program is

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Gifted, etc)
/PARDOs/SARDOs/ALS ;
Implementation of ADM
/Differentiated Instruction /
Inclusive Education
LSENs - Learners with Special
educational Needs
learning, meaningful and enjoyable.
MOV – Program Accomplishment
report
frequently benchmarked by other
schools.
MOV – Quarterly Progress Report
2. The implemented
curriculum is localized to
make it more meaningful to
the learners and applicable
to life in the community
 Local beliefs, norms, values,
traditions, folklores, current
events, and existing
technologies are documented
and used to develop a lasting
curriculum. Localization
guidelines are agreed to by
school community and teachers
are properly oriented.
MOV – Contextualized /
Indigenized Learning materials
(school- based quality assured)
; localized guidelines
 The localized curriculum is
implemented and monitored closely to
ensure that it makes learning more
meaningful and pleasurable, produces
desired learning outcomes, and
directly improves community life.
Ineffective approaches are replaced
and innovative ones are developed.
MOV – Quality assured by the Division
LRMDS
 Best practices in localizing the curriculum
are mainstreamed and benchmarked by
other schools. There is marked increase
in number of projects that uses the
community as learning laboratory, and
the school as an agent of change for
improvement of the community
MOV – Contextualized /Indigenized LMs
are adopted by other schools
(certification )
- Quality Assured by the Region
3. A representative group of
school and community
stakeholders develop the
methods and materials for
developing creative
thinking and problem
solving
 A representative team of school
and community stakeholders
assess content and methods
used in teaching creative,
critical thinking and problem
solving. Assessment results are
used as guide to develop
materials.
MOV – Council of Elders
(COE)/Consultative Advisory
Board (CAB) , record showing
involvement of COE/CAB
 Learning materials and approaches
to reinforce strengths and address
deficiencies are developed and
tested for applicability on school,
family and community.
MOV – Copy of validated LRs
 Materials and approaches are being
used in school, in the family and in
community to develop critical
thinking and problem-solving skills of
learners and are producing desired
results.
MOV – Certification from the user
that the validated LRs are used
4. The learning systems are
regularly and
collaboratively monitored
 School-based monitoring of
learning system is conducted
 The school-based monitoring of
learning systems generate
 The monitoring system is accepted
and regularly used for collective

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by the community using
appropriate tools to ensure
the holistic growth and
development of the
learners and the
community
regularly and cooperatively;
and feedback is shared with
stakeholders.
MOV- SMEA
 The system uses a tool that
monitors the holistic
development of learners
MOV- MEA Tools
feedback that is used for making
decisions that enhance the total
development of learners.
MOV- SMEA report with catch-up
plan
 A committee take care of the
continuous improvement of the
tool.
MOV- Cluster /School M&E Team
decision making.
MOV – SMEA conducted per quarter
with Attendance Sheets, minutes and
adjustment plan (per Quarter)
 The monitoring tool has been
improved to provide both
quantitative and qualitative data
MOV- Enhanced SMEA Tools
5. Appropriate assessment
tools for teaching and
learning are continuously
reviewed and improved,
and assessment results are
contextualized to the
learner and local situation
for the attainment of
relevant life skills.
 The assessment tools are
reviewed by the school and
assessment results are
shared with school’s
stakeholders.
MOV – Accomplished COT
and Summative Test results
 The assessment tools are reviewed
by the school community and
results are shared with community
stakeholders.
MOV – Pre and Post test result -
Phil IRI, ECCD, EGRA, PRO-IPS
analyzed and presented to
community stakeholders (minutes
and attendance)
 School assessment results are used to
develop learning programs that are
suited to community and customized
to each learners’ context, results of
which are used for collaborative
decision-making.
MOV – List of interventions based on
assessment results
6. Learning managers and
facilitators (Teachers,
administrators and
community members)
nurture values and
environments that are
protective of all children
and demonstrate behaviors
consistent to the
organization’s VMG.
 Stakeholders are aware of
child/learner- centered rights-
based, and inclusive principles
of education.
MOV – Advocacy on the
following: CFSS or Student
Handbook
 Learning managers and
facilitators conduct activities
aimed to increase
stakeholders’ awareness and
commitment to fundamental
 Stakeholders begin to practice
child/learner-centered principles
of education in the design of
support to education.
MOV –Report on CFSS (checklist of
CFSS indicators is Outstanding)
Learning managers and facilitators
apply the principles in designing …
 Learning environments, methods and
resources are community driven,
inclusive and adherent to child’s rights
and protection requirements.
MOV – Adherence to CFSS (checklist of
CFSS indicators is Very Outstanding)

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rights of children and the
basic principle of educating
them.
MOV – Attendance Sheets
MOV- Goal 5 of CFSS – ensure
children’s high academic
performance (Gen Weighted
Average: 80-90)
MOV- Score of 8 in CFSS Goal 5
7. Methods and resources are
learner and community
friendly, enjoyable, safe,
inclusive, accessible, and
aimed at developing self-
directed learners.
Learners are equipped with
essential knowledge, skills,
and values to assume
responsibility and
accountability for their
learning.
 Stakeholders are aware of
child/learner-centered,
rights-based, and inclusive
principles of education.
MOV- see level 1 of No. 6
 Stakeholders begin to practice
child/learner centered principles
of education in the design of
support to education.
MOV- Barangay Ordinance or any
resolution to supports CFSS
SH to make School Order to adopt
the ordinance
 Learning environments, methods and
resources are community driven,
inclusive, and adherent to child’s
rights and protection requirements.
MOV- Fully accomplished CFSS
survey tool with a score of at least 35
points
C. Accountability and Continuous
Improvement
A clear, transparent, inclusive and responsive accountability system is in place, collaboratively developed
by the school community, which monitors performance and acts appropriately on gaps and gains
1. Roles and responsibilities of accountable
person/s and collective body/ies are
clearly defined and agreed upon by
community stakeholders.
Accountable persons/groups are the following:
External Stakeholders
 GOs, NGOs, Alumni, Civic & Social Asso.,
 There is an active party that
initiates clarification of the
roles and responsibilities in
education delivery.
MOV - List of organized
active parties (SSG/SPG,
SGC, PTA, SBM Team,
 The stakeholders are
engaged in clarifying and
defining their specific roles
and responsibilities.
MOV – Presence of By-laws as
applicable / list of functions
conformed by the concerned
 Shared and participatory
processes of determining roles,
responsibilities, and
accountabilities of stakeholders
in managing and supporting
education.

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Retirees, professionals, etc. DRMM, Alumni , SBAC , CPC
, SPT, etc.)
personnel /designation MOV – Accomplishment
report/document showing that
the organized party is functional
- minutes, attendance , pictorials
2. Achievement of goals is recognized based
on a collaboratively developed
performance accountability system; gaps
are addressed through appropriate action.
 Performance
accountability is
practiced at the school
level.
MOV –Quarterly culminating
activities ( program,
pictorials), AIP evaluation,
Mid- Year and Year- End
(Catch-up Plan) IPCR/OPCR
review (mid-year review
form)
 A community-level
accountability system is
evolving from the school-led
initiatives.
MOV – Attendance , pictorials,
terminal/completion report
 A community-accepted
performance accountability,
recognition and incentive system
is being practiced.
MOV – Certificate of Appreciation
from any award giving body
3. The accountability system that is owned by the
community is continuously enhanced to ensure
that management structures and mechanisms
are responsive to the emerging learning needs
and demands of the community.
An accountability system is the set of policies and
practices that is used to measure and hold schools
and districts responsible for raising student
achievement for all students, and to prompt and
support improvement where necessary.
Accountability systems can do several important
things.
1)Set a clear expectation that schools must raise
achievement for all of their students, not just some.
2)Communicate whether schools are meeting
 Community stakeholders
are invited to participate
in setting up an
accountability system for
school-based
management processes,
structures and
mechanisms.
MOV- Minutes of meeting
and Attendance , letter of
invitation to stakeholders
 Community stakeholders
contribute to the
development of an
accountability system
covers both school-based
and community-wide
management of education.
MOV – MOA / MOU between
the stakeholders and school
stating their accountability
system
 A community accepted
accountability system effects
continuous improvement in the
management of learning
Learning Management is the
capacity to design pedagogic
strategies that achieve learning
outcomes for students.
https://en.wikipedia.org/wiki/
MOV- Performance Indicators
- Child abuse cases will be lessen
Bullying Report
Decrease dropout
-Increase in attendance, GWA,
graduation rate
Decrease in dropout, failure

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those expectations — both for students overall,
and for each group of
students they serve.
 3)Celebrate schools that are meeting or
exceeding expectations for all groups of
students, and prompt action in those that
are not.
4)Direct additional resources and supports to
struggling districts and schools to help them
improve
(https://edtrust.org/resource/new-school-
accountability-systems-in-the-statesboth-opportunities-
and-peril/- 060718
4. Accountability assessment criteria and tools,
feedback mechanisms, and information
collection and validation techniques and
processes are inclusive and collaboratively
developed and agreed upon. (PROCESS)
 The school, with the
participation of
stakeholders, articulates an
accountability assessment
framework with basic
components, including
implementation guidelines.
MOV – School M&E tool
(SMEA processes and tools)
developed by the school
and its stakeholders
 Stakeholders are engaged in
the development and operation
of an appropriate
accountability assessment
system.
MOV – Minutes of meetings
 Stakeholders continuously and
collaboratively review and enhance
accountability systems’ processes,
mechanisms and tools.
MOV – Mid year review of School
M&E (SMEA processes and tools)
developed by the school and its
stakeholders
5. Participatory assessment of performance is
done regularly with the community.
Assessment results and lessons learned serve
as basis for feedback, technical assistance,
recognition and plan adjustment.
 School initiated periodic
performance assessments
which involve participation
of stakeholders.
MOV- Quarterly Homeroom
PTA meeting
 Collaborative conduct of
performance assessment
informs planning, plan
adjustments and requirements
for technical assistance.
MOV- Minutes of meetings and
catch-up plan on gaps in
 School-community-developed
performance assessment is
practiced and is the basis for
improving, monitoring and
evaluation systems, provision of
technical assistance, recognition and
refinement of plans.

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performance – least learned
competencies per subject area MOV- interventions with
accomplishment report
D. Management of Resources Resources are collectively and judiciously mobilized and managed with transparency, effectiveness, and
efficiency.
1. Regular resource inventory is collaboratively
undertaken by learning managers, learning
facilitators, and community stakeholders as
basis for resource allocation and mobilization.
 Stakeholders are aware that
a regular resource
inventory is available and is
used as the basis for
resource allocation and
mobilization.
MOV- 1)Updated
Transparency Board -
Annual Budget Allocation –
indicative budget 2)
Inventory records
(Inventory of Chairs,
classrooms, learning
resources per subject per
grade, etc), 3) Teacher
needs analysis, 4)
Classroom needs analysis
5) Financial statements of
canteen, rice field, & other
school IGPs , 6) CIBR, 7)
Site Development Plan 6)
Minutes of PTA meetings
reflecting the dissemination
of Financial Statement as
one of the agenda
 The resource inventory is
characterized by regularity,
increased participation by
stakeholders, and
communicated to the
community as the basis for
resource allocation and
mobilization.
MOV –1) CDR- Cash
Disbursement Register
,Inventory records and
financial statements that are
certified correct by the School
head and others involved in the
conduct of inventory or audit
2) Document showing the
participation of stakeholders in
the inventory(Ex. Membership
of stakeholders in committees
that take charge of the
inventory),
3) Evidences that the financial
statements and all other
inventory records are disclosed
to the stakeholders as the basis
for resource generation and
allocation
4)List of donations with
acceptance and partnership
established , (Ex. Minutes of
meeting with PTA or SGC for
 Resource inventories are
systematically developed and
stakeholders are engaged in a
collaborative process to make
decisions on resource allocation
and mobilization.
MOV – 1) School WFP
collaboratively prepared by the
school and stakeholders, 2) AIP
and Project designs

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this purpose)
2. There is a regular dialogue for planning and
resource programming that is accessible and
inclusive to continuously engage stakeholders
and support the implementation of community
education plan.
 Stakeholders are invited to
participate in the
development of educational
plan with resource
programming and
participate in the
implementation.
MOV-1) Letter of invitation,
2) Designation of
stakeholders as members of
the SPT and/or PIT,
3) Attendance sheet of
invited stakeholders (based
on the e-SIP manual) during
SIP/AIP formulation
 Stakeholders regularly engaged
in the planning and resource
programming and actively
participate in the
implementation of the
educational plan.
MOV – 1) Minutes of regular
meetings of SPT & PIT, 2)
Attendance sheet during
regular meetings of SPT & PIT
 Stakeholders collaborate to ensure
timely and need-based planning and
resource programming and support
continuous implementation of the
educational plan.
MOV- 1)Municipal or Barangay
Ordinance adopting the SIP and
incorporating the same to the
development plan of the
Barangay/Municipality,
2)Attendance sheet of
representatives of SGC, PTA,
SPG/SSG and other internal or
external stakeholders during the
formulation of SIP/AIP
3.Request / Transmittal letter for
the adaption the SIP/AIP
3. There is in place a community-developed
resource management system that drives
appropriate behaviors of the stakeholders to
ensure judicious, appropriate and effective use
of resource.
Resource management is the process by which
businesses manage their various resources effectively.
Those resources can be intangible – people and time –
and tangible – equipment, materials, and finances.
It involves planning so that the right resources are
assigned to the right tasks. Managing resources involves
schedules and budgets for people, projects, equipment,
and supplies.
https://www.shopify.com/encyclopedia/resource-management-
060718
 Stakeholders support
judicious, appropriate, and
effective use of resource.
MOV – 1) Attendance sheet
on the formulation and
reviews of SIP/AIP
Participation during
inspection
 Stakeholders are engaged and
share expertise in the
collaborative development of
resource management system.
MOV-1) Minutes of meetings
reflecting the participation of
stakeholders in developing a
resource management system-
the SIP
 Stakeholders sustain the
implementation and improvement of
a collaboratively developed,
periodically adjusted, and
constituent focused resource
management system.
MOV- 1)Minutes of periodic review
of SIP/AIP, 2)Attendance sheet
during the SIP/AIP review
4. Regular monitoring, evaluation, and
reporting process of resource
management are collaboratively
developed and jointly implemented by the
 Stakeholders are invited
to participate in the
development and
 Stakeholders collaboratively
participate in the
development and
 Stakeholders are engaged,
accountable in implementing a
collaboratively developed

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learning managers, facilitators and
community stakeholders.
implementation of
monitoring, evaluation,
and reporting processes
on resource
management.
MOV- 1) Letter of
invitation re: attendance
to SMEA
implementation of
monitoring, evaluation, and
reporting processes on
resource management.
MOV- 1) Attendance sheet,
during the SMEA
system of monitoring, evaluation
and reporting for resource
management.
MOV- Documentation of
participation of stakeholders
during the SMEA- as reporter,
discussant, etc (EX. Program of
activities during the SMEA)
5. There is a system that manages the
network and linkages that strengthen and
sustain partnerships for improving
resource management.
 An engagement
procedure to identify
and utilize partnerships
with stakeholders for
improving resource
management is evident.
MOV- 1) List of Partners
 Stakeholders support a
system of partnership for
improving resource
management.
MOV – MOA / MOU
 An established system of
partnership is managed and
sustained by the stakeholders
for continuous improvement of
resource management.
School budget is sustained and
institutionalized by LGU and/or
community partners
MOV-List of donations
implemented.
IMPROVEMENT OF LEARNING OUTCOMES
Level 1 Level 2 Level 3
Access 10%
Percentage of attendance 94.44 & below 94.5-99.44 99.45 & above
Efficiency 40%

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Retention rate 94.44 & below 94.5-99.44 99.45 & above
Dropout rate 2.0 & above 0.1 – 1.99 0
Failure rate 2.0 & above 0.1 – 1.99 0
Graduation rate 94.44 & below 94.5-99.44 99.45 & above
Promotion rate 94.44 & below 94.5-99.44 99.45 & above
Quality 50%
General Weighted Average 80.44 & below 80.45-90.44 90.45 & above